Vision and Reality

The overall goal of a teacher should be the development of the whole child into someone who learns not just the material presented in their class but who understands how to learn and gains a desire for further knowledge and understanding. Within the realm of social studies education, the purpose should be to develop culturally literate students who understand both their own backgrounds and where others are coming from. These students should become citizens who understand and participate in the cultural, political, and social world to which they belong. In an ideal classroom, students want to excel because they are motivated and interested in the subject because of the example set by their teacher. Through the asking of questions and learning how to think through what they are being taught, students should be able to develop their own knowledgeable opinions through analyzing and synthesizing the facts that they have been presented.

Although the above vision statement sounds very nice in theory, it is a rare classroom that is full of students who want to learn about everything being taught and are enthusiastic and motivated even most of the time. Teachers should never hesitate to take any and every opportunity to remind students of the benefits of what they are learning. For the government and economics classes I am teaching this semester, real life examples are not too difficult to come by. Everyday in the news, real life applications of what we go over in class can be seen. However, some students will not be drawn in simply by news stories. The teacher needs to be very explicit when explaining how learning about government or the workings of economics can better a student's life. Much of this can be pretty easy to demonstrate its importance, from learning about the electoral process or how to balance a checkbook.
What about for those subjects that are not as immediately applicable where a proficiency in the material will perhaps only bring benefits years down the road and not in obvious ways? Many other branches of social studies are like this, especially history. It is ok for a teacher to not try to convince a student of the immediate benefits of learning history. If possible, perhaps simple curiosity or interest in the story unfolding will gain a students attention. When curiosity or desire for good grades is not enough; however, a personal relationship with a teacher they know cares for them may be the best way to motivate a student and encourage them to do the work that is needed for them to become well versed in social studies and knowledgable about how to interpret the world around them. From personal experience, I know that I am much more inclinded to work hard for a teacher who has taken the time to get to know me, what my interests and goals are, than a teacher who hardly knows my name or seems to arbitrarily assign work to be done.